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Transcript
“You have two biology and two physical science…” “oh… and you’ll teach one astronomy class.” Jeff Anderson – Milw. Public Schools Imagine for a moment… • • • • • This is your first teaching assignment New school New classroom Excited Student teaching in biology and physical science • Lots of pre-planning • “oh… and that one astronomy class.” Co-workers… They are also newbies They tell you what’s been planned They ask what you need They show you a referral They have other assigned duties They say how bad the kids are They sympathize They say there is no budget They tell you where to make copies They’re upset They say good luck They sometimes disappear The students… • This is a credit recovery course for seniors who have failed biology or physical science. • This was a course that Ms …. wanted but she took a different job. • This course is for those students who could benefit from another science class but might disrupt / not fit in with the other students Student’s Perception of Instructor So you look at the resources in your department • $15 $46 Plastic Spectrometer • Hailed as one of the best affordable scientific instruments by the Astronomical Society Pacific, this spectrometer uses highdispersion, high-efficiency diffraction grating to produce a bright, easily read spectrum. Includes a reference label for spectral lines and a scale labeled in both electron volts and nanometers for chemistry and physics instruction. $35 Telescope • • • • Refractor Reflector Dobson Kits $80 Space Measurement Lab • Lab-Aids®. This diverse kit provides a series of individualized activities that require students to perform increasingly sophisticated measurements. The primary focus on length over a large scale provides ample opportunities to practice using metric units. Students start by measuring and graphing common objects, move to using tools to find angles, and finish by creating an astrolabe. They determine the radius, diameter, and circumference of Earth; measure the distance to the Sun; and consider the size of the solar system. This reusable kit is complete with instructions and materials for 24 students. $85 • Demonstrates the relationships of the earth, stars, planets, and galaxies. The 12" star sphere indicates constellations, stars to the 5th magnitude, major nebulae, bright star clusters, and the Milky Way. Mounted within the sphere is a geophysical 4" earth globe and a movable sun. Complete with the meridian ring and horizontal mounting. With lesson plan. Purchase or Internet Build It Yourself Modeling • Using models of the Sun, Earth, and the Moon, students investigate the Moon’s rotation and revolution, determine why the Moon appears to change in shape or phase, and see how the Earth appears when viewed from the Moon. • Images • http://www.astronomy. ohiostate.edu/~pogge/Tea chRes/Artwork/ • http://www.uta.edu/ph ysics/main/faculty/rubi ns/index.html History Studies to Join Pulsar Monitoring Light Pollution F1 A1 B1 Differences: • A Profile C1 • B Persistence E1 D1 • C Bandwidth A2 F2 B2 • D Dispersion Method C2 • E Check? A2 E2 • F Profile Bin Careers Useful Links • • • • • • • • • • The Space Place Star Child The Eight Planets NASA Kids Astro-Venture New NASA Links for Kids Cool Cosmos NASA Nerds GSFC Outreach Earth & Sky • • • • • • • • • • • WorldWide Telescope Google Sky Google Earth HubbleSite Chandra X-ray Observatory Chandra Outreach NASA Space Science Windows to the Universe NASA’s Mars Exploration NASA Phoenix Mars Lander Star Trak by: Hal Kibbey • • • • Star Charts Skymaps Cranbrook Institute of Science Sky and Telescope Stardome • • • • • • • • • • • • • Images Astronomy Pic of the Day NASA’s Planetary Photojournal SEDS Messier Catalog NASA Image of the Day SPACE.com Image of the Day Lunar Photo of the Day Mars: Malin Space Science Systems Earth Science Picture of the Day Mars Rovers images Cassini images of Saturn Sky Factory NOAO Image Gallery Textbook Publishers • Allyn and Bacon • Barron's Educational Series, Inc. • Harcourt Brace & Company • Holt Rinehart and Winston • Houghton Mifflin • Kendall Hunt Publishing Company • Lawrence Hall of Science • McGraw Hill • Pearson • Prentice-Hall • Sargent-Welch • South-Western Educational Publishing. • Scott Foresmann Addison Wesley • Addison-Wesley Longman • Silver Burdett Ginn • Simon & Schuster • Globe Fearon Educational Publishers • Open Book Publishing • South-Western Educational Publishing Lesson Plans • http://search.nasa.gov/search/edFilterSear ch.jsp?empty=true • http://www.earthscienceworld.org/images/ • http://www.free.ed.gov/subjects.cfm?subje ct_id=49&toplvl=48 • http://www.csun.edu/~vceed002/books/so urcebook/chapters/25-planning/index.html • http://amazing-space.stsci.edu/ Animations • http://www.csun.edu/~vceed002/geoscienc e/astronomy/misconceptions/index.html • http://people.bu.edu/sscruggs/index.html • http://www.macalchemist.50megs.com/sol ar/ • http://janus.astro.umd.edu/ • http://space.jpl.nasa.gov/ Cornell Notes 1. Cue Column 2. Note taking column 3. Summary 5 R’s of Notetaking • 1. Record. During the lecture, as many meaningful facts as possible are recorded. • 2. Reduce. As soon after class as possible, ideas and facts are concisely summarized in the Recall Column. Summarizing clarifies meanings and relationships, reinforces continuity, and strengthens memory. • 3. Recite. Most of the page is covered and the student tries to recall as much of the lecture as possible, using only what has been written in the Recall Column. This procedure helps to transfer the facts and ideas to the long term memory. • 4. Reflect. The student's own opinion is distilled from the notes. This also has the effect of training the mind to find and categorize vital information, leading to more efficient memorization. • 5. Review. The student reviews the notes briefly but regularly. Because of the highly condensed nature of the notes, the student remembers a significant amount of material. Astronomy Education Review 2009, AER, 8, 010107-1, 10.3847/AER2009042 • The Modern U.S. High School Astronomy Course, its Status and Makeup, and the Effects of No Child Left Behind • Larry Krumenaker Content • Cause of the seasons (Trumper, 2001; Henriques, 2000). • Formation of clouds, rain, thunder and lightning (Henriques, 2000), • The nature of vacuum (Henriques, 2000; Oberg, J., 1993), Major Common Student Misconceptions Major Common Student Misconceptions • Lunar phases, • Revolution and rotation of the moon, • Size of the universe and distance between the planets (Trumper, 2001). Additional misconceptions… • Where weather occurs, • Ions and the ionosphere, the details of aurora borealis and the sun’s corona, • How and why satellites are able to stay in orbit or come back to earth. • Beaty, W. J. (2000). Recurring science misconceptions in K-6 textbooks. • http://www.eskimo.com/~billb/miscon/misc on4.html • Misconceptions in science. http://mentor.ucs.indiana.edu/~w505a007/ • Oberg, J. (1993). Space Myths and Misconceptions. Omni Magazine, 15(7), 38-43. • Podolner, A. S. (2000). Eradicating physics misconceptions using the conceptual change method. www.kzoo.edu/educ/PodolnerSIP.pdf • Public misconceptions of science. • http://www.stormwind.com/common/respo nsibility.html Credits • Cartoon Images were obtained from cartoonstock.com for the express purpose of clarifying points in an educational setting at the 2010 WSST conference. Images should NOT be copied to another source. • Where known, all electronically transmitted data contains original author contact information and in no way is represented as being the property of the presenter at this conference..